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Teachers Perceptions Of Principal Leadership In Relation To Student Achievement
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Book Synopsis Teachers' Perceptions of Principal Leadership in Relation to Student Achievement by : Edward E. Williams (Jr)
Download or read book Teachers' Perceptions of Principal Leadership in Relation to Student Achievement written by Edward E. Williams (Jr) and published by . This book was released on 2006 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine fourth grade students' achievement in relation to teachers' perceptions of the principals' leadership behavior and other selected variables in a metropolitan Atlanta school district.
Book Synopsis A Study of Relationships Among Teachers' Perceptions of Principal Leadership and Teachers' Perceptions of School Climate in the High School Setting by : Jeffrey Michael Paul
Download or read book A Study of Relationships Among Teachers' Perceptions of Principal Leadership and Teachers' Perceptions of School Climate in the High School Setting written by Jeffrey Michael Paul and published by . This book was released on 2015 with total page 378 pages. Available in PDF, EPUB and Kindle. Book excerpt: The school principal is viewed as one of the most influential individuals on a school campus (Cohen, McCabe, Michelli, & Pickeral, 2009; Edmonds, 1979; Leech & Fulton, 2008). With this influence, the principal plays a great role in facilitating the climate of the school; which in turn, can have a significant impact on student achievement (MacNeil, Prater, & Busch, 2009). The purpose of this study was to explore high school teachers' perceptions about leadership practices of their principals, as well as to gain an understanding of the teachers' perceptions of school climate in a large urban district in the Western United States. Data was collected with the use of two survey instruments, the Leadership Practices Inventory, which measures the Five Practices of Exemplary Leadership, and the Organizational Climate Description Questionnaire revised for secondary schools, which measures five dimensions of high school climate. Participating teachers were asked five demographic questions including: age, gender, number of years teaching, number of years teaching with current principal, and level of education. The schools with participating teachers were categorized by three other variables: total response rates, School Performance Framework scores, and the percentage of students qualifying for free or reduced price lunch. Across nine high schools, 334 usable surveys were collected. Pearson correlations were used to find relationships among variables within the survey instruments, while MANOVA calculations with appropriate ANOVA post hoc were used to find differences in demographic variables. It was found that engaged teacher behavior coupled with principals who model expectations and give authentic, goal aligned encouragement related to high levels of positive school climate. Additionally, data suggested schools whose teachers perceived their principal in a negative manner related to low levels of school climate regardless of the socioeconomic make-up of the student body.
Book Synopsis The Relationship Between Principal and Teacher Perceptions of Principal Leadership Style and Student Achievement by : James William Hardie
Download or read book The Relationship Between Principal and Teacher Perceptions of Principal Leadership Style and Student Achievement written by James William Hardie and published by . This book was released on 1992 with total page 334 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Relationship Between Teacher Perception of Principals' Leadership Behaviors and Student Achievement by : Monte Damon Ladner
Download or read book The Relationship Between Teacher Perception of Principals' Leadership Behaviors and Student Achievement written by Monte Damon Ladner and published by . This book was released on 2014 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this research study was to determine whether a relationship exists between student achievement, as measured by school Quality of Distribution Index score, and school leadership based on staff perceptions of school leadership, as measured by the Survey of Supervisory Behavior. The leadership of seven schools was assessed by staff members in five different sub scales of leadership domains: human relations, trust/decision making, instructional leadership, control, and conflict. The seven schools sampled were comprised of four rural or county schools and three city schools. The subjects for this study were principals of standalone schools containing grades five, six, seven, and eight or some combination of the four grade levels. All 60 respondents to this study were teachers from a rural southern state. Of the respondents, 48.33% held a Bachelors degree, 71.66% had been at their schools six years or more, 81.66% had taught for six or more years, 95.00% were white, and 91.66% of participants were found to be teaching in their subject area. The survey instrument was comprised of five domains. All five domains and the instrument were correlated with QDI to determine whether relationships exist. None of the five domains were found to be statically significant in relation to QDI. Additionally, the Survey of Supervisory Behavior Instrument was not found to be statistically significant in relation to QDI.
Book Synopsis An Analysis of the Relationship of Perceived Principal Instructional Leadership Behaviors and Student Academic Achievement by : Kerry Andrew Schindler
Download or read book An Analysis of the Relationship of Perceived Principal Instructional Leadership Behaviors and Student Academic Achievement written by Kerry Andrew Schindler and published by . This book was released on 2012 with total page 286 pages. Available in PDF, EPUB and Kindle. Book excerpt: The primary purpose of the present study was to determine if a relationship existed between perceived instructional leadership behaviors of high school principals and student academic achievement. A total of 124 principals and 410 teachers representing 75 high school campuses completed the School Leadership Behaviors Survey (SLBS), an instrument derived from 21 principal instructional leadership behaviors purported to relate to student achievement (Waters et al., 2003). Correlation analyses were used to analyze relationships between principals' and teachers' perceptions of the 21 instructional leadership behaviors and student achievement as indicated by campus average achievement scale scores in mathematics, social studies, science, reading, and English language arts. In addition, correlation analysis was used to examine the relationship between the congruence of principals' and teachers' perceptions and student achievement. The study revealed that principals' and teachers' perceptions of instructional leadership behaviors, and congruence between perceptions, were not related to student achievement (average effect size). However, when each of the 21 instructional leadership behaviors was examined individually, statistically significant relationships were found. Positive correlations were found between student achievement and 3 of the 21 instructional leadership behaviors: (a) flexibility, (b) input, and (c) outreach as self-perceived by principals. In addition, principals' perceptions on one instructional leadership behavior (discipline) produced a negative correlation with student achievement. Teachers' perceptions of the principals' instructional leadership behaviors positively correlated to student achievement on 2 of the 21 instructional leadership behaviors: (a) ideals/beliefs and (b) order. When differences in principals' and teachers' perceptions were examined, 12 of the 21 instructional leadership behaviors produced a negative correlation to student achievement: (a) communication, (b) contingent rewards, (c) culture, (d) discipline, (e) flexibility, (f) focus, (g) ideals/beliefs, (h) input, (i) optimizer, (j) order, (k) resources, and (l) situational awareness. These results indicated that, as principals' and teachers' perceptions of the instructional leadership behaviors were closer together (high congruency), student achievement increased. The results of the study confirmed that certain instructional leadership behaviors of the principals related to student achievement. The findings concerning the congruence between principals' and teachers' perceptions have encouraging potential in explaining student achievement.
Book Synopsis Teacher's Perception of Their Principal's Leadership Style and the Effects on Student Achievement in Improving and Non-improving Schools by : Brenda Kay Hardman
Download or read book Teacher's Perception of Their Principal's Leadership Style and the Effects on Student Achievement in Improving and Non-improving Schools written by Brenda Kay Hardman and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher demographics of gender, age, years as a teacher, years at current school, and level of school (elementary, middle, high) were examined in relation to perceived leadership style and school status. Multiple regression analysis found that only years at current school that was significant in how they perceived their principal's transformational or passive avoidant leadership style. No demographic variables were significant for transactional style or school status. Overall, teachers were satisfied with the principal's leadership style and effectiveness. Teachers most often cited school culture as having an influence on student achievement in both improving and non-improving schools. Limitations of the study included self-reported teacher perceptions of principal leadership style from 16 schools in one school district which limits generalizability; no controls for teacher classroom performance and no verification of respondents actually observing principal behaviors; time of year survey was given; and, the use of one instrument to measure leadership style may not reflect the actual leadership style of the principal.
Book Synopsis The Relationship Between Principal and Teacher Perceptions of Principal Leadership Behavior and Student Achievement by : Alice M. Ericksen
Download or read book The Relationship Between Principal and Teacher Perceptions of Principal Leadership Behavior and Student Achievement written by Alice M. Ericksen and published by . This book was released on 1987 with total page 354 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Values Congruence by : Daniel Roy Zorn
Download or read book Values Congruence written by Daniel Roy Zorn and published by . This book was released on 2010 with total page 179 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative study was to examine the relationship between principal and teacher values congruence and perceived principal leadership practices. Additionally, this study considered the relationship between values congruence, leadership practices, and student achievement. The perceptions teachers hold regarding their principal's effectiveness have proven to be an important variable that influences the quality of the school, when quality is defined in terms of student achievement levels (Cotton, 2003; Marzano et. al., 2005). This study sought a better understanding of the factors that influence a teacher's perceptions of their principal's effectiveness to provide insight into the teacher/principal relationship and its subsequent association with student achievement. The statistical analyses in this study revealed that values congruence between teachers and principals is not a variable that has a statistically significant relationship to teachers' perceptions of their principal's leadership practices. This study also revealed that teacher/principal values congruence has no statistically significant relationship to student achievement levels. This study suggests that principals would be well served to focus their efforts on factors that have been shown to improve student achievement instead of seeking to affect the congruence between their work values and their staff's work values. The existing research base focuses the school leader on creating practices that are conducive to building professional teacher/principal relationships rooted in the examination of student data with a constant eye upon adjusting instruction that meets the diverse needs of each individual learner (DuFour & Eacker, 1998; Schmoker, 1999, 2006). A focus upon assuring teachers' utilization of instructional practices that have been found to impact student achievement is also essential (Marzano et al., 2003, 2005; Danielsen, 2002). It is advisable that principals focus their efforts in these areas rather than upon seeking to effect the level of values congruence that might exist between the principal and his/her staff.
Book Synopsis Leadership Responsibilities and Student Achievement by : Jennifer Severson Bean
Download or read book Leadership Responsibilities and Student Achievement written by Jennifer Severson Bean and published by . This book was released on 2019 with total page 175 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study examined principal and teacher perceptions of leadership behavior which influenced the achievement of students, particularly those living in poverty. The students attended a high achieving elementary school where a majority were eligible for free and reduced lunch. This study also examined the principal responsibilities which the principal and teachers in this elementary school perceived to decline as a result of changes designed to increase student achievement. The study took place in a school district in Central Pennsylvania. The participants were a school principal and 10 teachers serving in a Title I distinguished high achieving, high poverty, elementary school. A questionnaire adapted and based on the findings of Marzano; Waters; and McNulty (2005), relating to principal leadership responsibilities linked to student achievement, and an interview were used in this study. These were administered to the principal and teachers in the school district. Analysis of the data suggested that use of the 7 responsibilities associated with second-order change were implemented by the principal in the participating district. Four of these, Monitoring and Evaluating; Optimizer; Intellectual Stimulation; and Ideals/Beliefs, were evidenced to a greater degree than others. Four responsibilities were seen to decline; these responsibilities were: Culture; Communication; Order; and Input. Some other responsibilities, although not targeted in the study, surfaced as strong characteristics or actions of the principal. These responsibilities were Affirmation, Focus, Situational Awareness, and Visibility.
Book Synopsis The Relationship of Teachers' Perceptions of Instructional Leadership Behaviors of Principals in Virginia to Student Achievement Levels by : Michael D. Thomas
Download or read book The Relationship of Teachers' Perceptions of Instructional Leadership Behaviors of Principals in Virginia to Student Achievement Levels written by Michael D. Thomas and published by . This book was released on 1997 with total page 188 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Relationship of Teachers' Perceptions of Instructional Leadership and Student Achievement Measured by State Testing in Ten North Carolina High Schools by : Barbara Jamieson Mallory
Download or read book The Relationship of Teachers' Perceptions of Instructional Leadership and Student Achievement Measured by State Testing in Ten North Carolina High Schools written by Barbara Jamieson Mallory and published by . This book was released on 2002 with total page 414 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Relationship Between Teachers' Perceptions of Principals' Educational Leadership and Student Achievement as Measured by the Illinois Standards Achievement Test by : Carl J. Buehler
Download or read book Relationship Between Teachers' Perceptions of Principals' Educational Leadership and Student Achievement as Measured by the Illinois Standards Achievement Test written by Carl J. Buehler and published by . This book was released on 2000 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teachers' and Principals' Perceptions of Leadership Skills and Attributes that Impact Student Learning by : Jennifer Rinehimer
Download or read book Teachers' and Principals' Perceptions of Leadership Skills and Attributes that Impact Student Learning written by Jennifer Rinehimer and published by . This book was released on 2018 with total page 71 pages. Available in PDF, EPUB and Kindle. Book excerpt: A principal’s leadership ability plays heavily into the success of a school. The multitude of responsibilities that a principal has requires them to manage the building, foster the learning environment, keep everyone safe and maintain relationships with teachers and students. Principals and their ability to lead can be a positive factor in supporting student achievement. Understanding the leadership skills and attributes that are the most effective for supporting student learning can make an impact in the success of the building. This paper aims to provide a deeper understanding of the leadership attributes of principals that support student learning. Teachers and principals were surveyed using Likert-type statements, open-ended questions and in-person interviews, which allowed them to give more insight into leadership attributes impacting student achievement. The findings of this study suggest that principals perceive safety to be of utmost importance in a school. Furthermore, they have found that fostering relationships with both teachers and students are important to supporting student achievement. Teachers’ perceptions mirrored this impact by finding that building relationships was an important factor in supporting them. This study concludes with implications for practice that may be used to assist building leaders in reflecting on their own practice and the leadership choices that are made on a daily basis.
Book Synopsis Leadership and School Quality by : Michael DiPaola
Download or read book Leadership and School Quality written by Michael DiPaola and published by IAP. This book was released on 2015-03-01 with total page 255 pages. Available in PDF, EPUB and Kindle. Book excerpt: Leadership and School Quality is the twelfth in a series on research and theory dedicated to advancing our understanding of schools through empirical study and theoretical analysis. Hence, the chapters include analyses that investigate relationships between school organizations and leadership behaviors that have an impact on teacher and school effectiveness.
Book Synopsis An Investigation of the Leadership Style of Principals and Its Relation to Teachers' Perceptions of School Mission and Student Achievement by : Janice Ellen Floyd
Download or read book An Investigation of the Leadership Style of Principals and Its Relation to Teachers' Perceptions of School Mission and Student Achievement written by Janice Ellen Floyd and published by . This book was released on 1999 with total page 296 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Organizing Schools for Improvement by : Anthony S. Bryk
Download or read book Organizing Schools for Improvement written by Anthony S. Bryk and published by University of Chicago Press. This book was released on 2010-03-15 with total page 328 pages. Available in PDF, EPUB and Kindle. Book excerpt: In 1988, the Chicago public school system decentralized, granting parents and communities significant resources and authority to reform their schools in dramatic ways. To track the effects of this bold experiment, the authors of Organizing Schools for Improvement collected a wealth of data on elementary schools in Chicago. Over a seven-year period they identified one hundred elementary schools that had substantially improved—and one hundred that had not. What did the successful schools do to accelerate student learning? The authors of this illuminating book identify a comprehensive set of practices and conditions that were key factors for improvement, including school leadership, the professional capacity of the faculty and staff, and a student-centered learning climate. In addition, they analyze the impact of social dynamics, including crime, critically examining the inextricable link between schools and their communities. Putting their data onto a more human scale, they also chronicle the stories of two neighboring schools with very different trajectories. The lessons gleaned from this groundbreaking study will be invaluable for anyone involved with urban education.
Book Synopsis The Relationship Between Teacher Efficacy and Principal Leadership Behaviors and Teacher Background Variables in Elementary Schools by : Susan E. Elliott
Download or read book The Relationship Between Teacher Efficacy and Principal Leadership Behaviors and Teacher Background Variables in Elementary Schools written by Susan E. Elliott and published by . This book was released on 2000 with total page 510 pages. Available in PDF, EPUB and Kindle. Book excerpt:
